Fall 2024
- Letter from the Editors, Fall 2024 – Kathryn Grossman, Sahil Mathur, and Hannah Jardine
- A Different Mindset on Teaching and Learning: Lessons from Dance Instruction – Barbara Bernstein
- Advancing Equity Through Participation in Faculty Learning Communities – Beverly Peters, Samantha Cohen, and Shari Watkins
- American University Library’s Evidence Synthesis Consulting Service – Katie Hut and Clarissa Ihssen
- The Art of Making Quizzes Slightly Less Terrible – Evan Reister
- The Practical Benefits of Student–Faculty Research Collaboration – Edward Helfers and Madison Moore
- Unleashing the Power of Digital Research: A Game Changer in Experiential Learning – Ashley Roccamo and Claire Young
Spring 2024
- Letter from the Editors, Spring 2024 – Kathryn Grossman and Hannah Jardine
- Blending Human Knowledge with Generative AI: A Writing Exercise for Students – Nathan Favero
- Generative AI and Higher Education: Thinking Through Novel Classroom Tools – Patrick Thaddeus Jackson
- “It’s not us versus them”: The Importance of Partnering with Students – The CTRL Student Partners Team
- Paths to Action: Acknowledging and Addressing Eco-Anxiety in the Classroom – Megan Litke, Angela Geosits, and Erika Hart
Fall 2023
- Letter from the Editors, Fall 2023 – Kathryn Grossman and Hannah Jardine
- Black Faculty and the (Ab)Use of Power – Altheria Caldera
- Claiming Space and Acknowledging Positionality at American University – Elaine Cho
- Learning How to Unlock the Transformative Potential of Generative AI – Krisztina Domjan
- Insights from Teaching Award Recipients – Compiled by Kathryn Grossman
- Student Insights on Current Events: A Tool for Fostering Critical Self-Awareness, Transformation, and Belonging – Phelton C. Moss
- Moving to R as the Primary Statistical Software Increases Equity in Teaching Quantitative Methods – Eric R. Schuler
Spring 2023
- Letter from the Editors, Spring 2023 – Kathryn Grossman and Hannah Jardine
- Let’s Talk About Access – Tanja Aho
- How I Learned to Stop Worrying and Love Google Docs – Chuck Cox
- Outcome-Centered Low Stakes Assessment: From Assessing Completion to Assessing Learning – Tabitha Kidwell
- Accessibility in the Classroom: Insights from CTRL-Student Partnership – Talia Marshall and Abigail Goldner Morris
- Breaking News! Using Current Events in the Classroom to Enhance Learning – Sahil Mathur
- Exploring the Professional Disconnect Between Coaching and Education – Zach Prescott
Fall 2022
- Letter from the Editors, Fall 2022 – Kathryn Grossman, Hannah Jardine, and Iana Amiscaray
- Students as People: Moving Toward a Whole Student Approach – Iana Amiscaray
- Seeing Journalism Pedagogy Through the Eyes of a Visually Impaired Instructor – Ibrahim Emara
- Making Thinking and Learning Visible Across Modalities – Terra Gargano
- Lessons Learned: Insights from Teaching Award Recipients – Compiled by Kathryn Grossman
- Pobody’s Nerfect: Teaching About Racism as a White Professor – Jane E. Palmer
- Dismantling the Writing and Teaching of the Positionality Statement – Tiffany Monique Quash
Spring 2022
- Letter from the Editor, Spring 2022 – Iana Amiscaray
- The Secret Isn’t Sorry – TaLisa Carter
- Affirming Anti-Racist Pedagogy in the Face of Constructive Student Feedback – Amaarah DeCuir
- Laying the Foundation for Clarity, Creativity, and Consistency in Higher Ed Courses – Krisztina Domjan
- Digital Devices in the Return of In-Person Classes – Gavin Frome
- Reflecting on Reflection: Meta-Midsemester Course Analysis Results from CTRL – Hannah Jardine, Erin Horan, Gavin Frome, and Iana Amiscaray
- HyFlex Learning: Supporting Students and Sustaining Learning Across In-Person & Remote Modalities – Ericka Menchen-Trevino
